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Green Logistics: A Bibliometric Analysis of the Concept Scanned in Web of Science in the Period 1980-2024
Get PDFThe aim of this research is to analyze the content of the articles written in the field of "Green Logistics" in Web of Science between 1980 and 2024 and to identify the countries and institutions that conduct research in this field, the authors who wrote the most articles, their citations, keywords, and which university has the most research in the field of green logistics. Articles published on green logistics in SSCI and SCI-EXPANDED Journals were scanned on the Web of Science and viewed in the VOS viewer program, and bibliometric analysis was performed. In this study, 230 articles from the Web of Science were included. As a result of the research, it was seen that there were only articles in English, and these articles started to be written since 2000. China has done more research on green logistics than other countries and received many citations, and Chinese researchers have written articles in cooperation with other countries. It was observed that Turkish researchers wrote three articles on green logistics published in the Social Sciences Citation Index (SSCI) and Science Citation Index Expanded (SCI-EXPANDED) journals scanned in Web of Science
Tele-Law: Bridging the Legal Access Gap for Marginalized Communities in Rural India Using ICT
Get PDFThe Tele-Law scheme in India leverages Information and Communication Technology (ICT) to provide legal assistance to marginalized communities through Community Service Centers (CSCs). This paper evaluates the Tele-Law scheme's current implementation process and impact, focusing on how ICT has enhanced access to justice, particularly in rural and marginalized communities. We describe the implementation of the Tele-Law scheme in India, followed by an analysis of available data on the scheme focusing on metrics related to access to justice, types of cases filed by the vulnerable sections, and the resolution of these cases. The study uses a combination of quantitative and qualitative data to assess the impact of ICT on the judicial system's effectiveness and the impact of CSCs. Our findings highlight significant improvements in legal access for rural populations. The study identified a few challenges in the Tele-Law implementation scheme, such as digital literacy, infrastructure gaps, and systemic barriers. We recommend reengineering the current implementation process and suggest strategies to improve the scheme's reach and efficiency by adding additional tools to integrate ICT into the Tele-Law program. This will enhance the reach of Tele-Law, improve service quality, and ensure a sustainable long-term impact on the legal empowerment of marginalized populations in India
Complex Dynamic Systems Theory in Second Language Learning and Teaching: A Textometric Review from 2008 to 2022
Get PDFComplex Dynamic Systems Theory (CDST) has significantly reshaped our understanding of second language learning and teaching across the micro, meso, and macro levels for several decades since its systematic introduction by Larsen-Freeman and Cameron (2008). This study conducts a comprehensive review of empirical research on second language learning and teaching within the framework of CDST from 2008 to 2022. Textometric analysis, a computer-supported qualitative method for textual analysis, was employed to conduct the review by using the IRAMUTEQ software. A total of 198 publications were identified, leading to the emergence of three prominent research themes: research on the language system, research on the second language learner and learning, and research on the second language teacher and teaching. The chronological trends and distinguishing features of the three research themes were discussed against a mainstream model of language learning and teaching at the micro, meso, and macro levels (The Douglas Fir Group, 2016). The findings of this review hold the potential for enlightening future research endeavors in this field
Grammar Learning Strategies: Towards a Pedagogical Intervention
Get PDFDespite undeniable advances in research on language learning strategies in the last several decades, empirical investigations of actions and thoughts that learners engage in to better understand and use grammar structures in different contexts, or grammar learning strategies (GLS), remain scarce. Moreover, there is a paucity of studies examining the effects of pedagogical interventions in this area, both with respect to the use of different types of GLS and the mastery of grammar structures in terms of explicit and implicit (automatized) knowledge. There is also no empirical evidence concerning the mediating role of individual difference (ID) factors in this respect. The paper outlines a study currently in progress that seeks to address all of these gaps. The first part is devoted to a brief overview of key issues related to the definition and classification of GLS as well as a synthesis of available research in this area. This is followed by a description of an intervention-based research project which explores the effects of strategies-based instruction (SBI) targeting GLS by English majors in Poland, also taking into account the moderating impact of selected ID variables. In particular, the methodology of the study is presented and the envisaged contributions of the intervention are considered
Task-based Language Teaching and L2 Writing: The Performance-Development Divide
Get PDFSecond language (L2) writing researchers have enthusiastically adopted task complexity frameworks in their examination of the effects of complex task features on L2 written performance. However, such research often overlooks the effect(s) of such features on general L2 development as well as L2 writing development. Drawing from Manchόn and William’s (2016) perspective of writing as a mechanism for language development, this paper (a) presents a critical review of L2 writing research informed by task-based language teaching and conceptions of task complexity and (b) argues for expanded L2 writing research on task complexity and its effect on L2 production as well as the ways in which complex task features facilitate attention to language, and thus general L2 development, and L2 writing development. Future research is suggested in light of a discussion of research trends to date
“Ice Cream is Delicious.”: Shared Codes that Emerged through Interactions in Two ESL Academic Writing Classrooms
Get PDFThis study examines utterances—either words, phrases, or sentences—that instructors initiate and students later appropriate for their own purposes and interests in different sequential contexts. We name these utterances shared codes because they occur repeatedly in classroom interactions and gradually take on meanings unique to class members. Simply put, they serve as codes, or keys, for unlocking the interactional history (but not necessarily for explaining the original meaning). Such shared codes were employed for making humor and building relationships. Indeed, students’ use of the codes seems to exhibit learner agency in selecting and appropriating utterances. We examined classroom interactions of two English as a second language (ESL) courses, taught by two instructors in university-based English-language programs in the U.S. Following Cameron and Deignan (2006), this study analyzes interactional contexts where shared codes emerge by employing complex dynamic systems theory perspectives. From our corpus of ESL writing classrooms, we selected four utterances that emerged as shared codes by tracking instances longitudinally, visualizing patterns among which the codes emerged. We also employed multimodal conversation analysis to illuminate processes during which students adapted their teachers’ utterances, thus contributing to those utterances becoming temporarily stable, or in an attractor state (Larsen–Freeman, 2017)
Learner Autonomy and Interlanguage Pragmatic Learning Strategies (IPLS) Use: A Gender-based Analysis in the Saudi EFL Context
Get PDFThis study sought to scrutinize the interplay between interlanguage pragmatic learning strategies (IPLS) usage and learner autonomy among male and female English as a Foreign Language (EFL) learners. It also examines whether gender plays a significant role in the adoption and efficacy of these strategies in the EFL learning context. The study sample consisted of 156 upper-intermediate Saudi EFL learners, comprising an equal distribution of 78 males and 78 females. Data were collected via a proficiency test, learner autonomy survey, and IPLS inventory. The results revealed significant gender-based differences in both learner autonomy scores and the application of IPLS. Female learners displayed more strategic approaches to pragmatic learning and greater autonomy compared to male learners. Additionally, a moderately positive correlation between IPLS use and learner autonomy was found for female learners, whereas a strong positive association was observed for male learners, suggesting the critical role of strategy training in fostering learner autonomy. This study provides significant pedagogical implications and substantial insights into the interplay between learner autonomy and IPLS across genders in EFL learning environments
Learners’ Use of Pragmatic Learning Strategies Across Language Learning Experience and Gender: An Investigation Framed by Rebecca Oxford’s Taxonomy of Learning Strategies
Get PDFLearners' acquisition of pragmatic competence in additional languages has received mounting attention since the 1990s. However, although studies on general learning strategies have proliferated since Oxford’s (1990) influential inventory was published, studies on pragmatic-specific learning strategies contributing to the acquisition of this competence are rare. To fill this research gap, the current study purported to inquire into the main pragmatic learning strategies used by English language learners across gender and language learning experience. To collect the data, 145 learners were interviewed. These participants' answers were audio-taped and transcribed. These extracted strategies were organized into six groupings of memory-related, cognitive, metacognitive, compensatory, social, and affective pragmatic learning strategies based on Cohen's (2005, 2010) pragmatic-specific categorization and Oxford's (1990) general language learning strategy classification. The analysis showed that those learners with longer experience used more pragmatic learning strategies; nonetheless, gender did result in great differences in employing these strategies. This study presents a new categorization for pragmatic learning strategies, which can be used for more effective pragmatic learning strategy teaching and learning
The Symphony of Writing Strategies: Exploration of Strategies Used in a Collaborative Academic Writing Task
Get PDFInspired by Rebecca Oxford's thought-provoking reflections on language learning strategies, and particularly her orchestra metaphor on how the strategies work together, I conducted a study that seeks to understand how non-native writers employ, configure, sequence and combine individual writing strategies when creating a text in the target language. Four dyads of undergraduate students of English were video-recorded while jointly writing an argumentative essay. The transcripts were analyzed using a general inductive approach to uncover writing strategies emerging in the writing process and to explore how individual strategies are coordinated in task completion. The most important finding is that writers do not randomly sequence the strategies, but they orchestrate them to attain the desired goal. Metaphorically, learners combine writing strategies into 'symphonies of strategies', mirroring the way different instruments of an orchestra create music
Cognitive Contradictions in EFL Teachers’ Grammar Teaching: Exploring Practices and Perceptions
Get PDFGuided by Activity Theory framework, this study tends to uncover prominent contradictions in the activity systems in which non-native English as a Foreign Language (EFL) grammar teacher cognition operates. The study attempts to fill the existing research gaps, as there are visible gaps in the literature to address the problem from this angle. To this end, the study used a mixed methods design, employing a teacher belief questionnaire and triangulated by a structured classroom observation checklist. The questionnaire was administered to 132 teachers, selected through stratified random sampling, while eight teachers were observed multiple times, based on purposeful sampling. The results of the study revealed several contradictions in the activity systems of EFL teacher cognition in grammar teaching. Weak teacher cognition caused by these contradictions contributes to the low proficiency level of their students. This research has practical implications and offers recommendations to enhance EFL teacher cognition in the area of grammar instruction